V O L T A EL E ME N T A RY

D , A L EK S A N DR A S OB O TA
LORI FELIX, KEVIN WAR
COMPREHENSIVE DEVELOPMENTAL SCHOOL
COUNSELING PROGRAM
1. Introduction
Overview of Volta Elementary’s school profile, strengths, perceived needs
and relevant data
2. Foundation
Identification of program’s focus through vision, mission, program goals
and ASCA National Student Competencies and ASCA Mindsets and
Behaviors.
3. Management
Recognize Proposed Advisory Council, school’s Annual Agreement,
calendar, School Data Profile, and Action Plans
4. Delivery
Thorough explanation of program’s Core Curriculum, Small Group and
Closing-the-Gap lesson plans.
5. Accountability
Measurement of program’s effectiveness through outcome data of student’s
grades, attendance and behavior.
We l c om e t o V o l ta !
In the heart of a ve
ry diverse, multi-e
thnic
A P Community!
​
Emily Maria
no, Principal
Katie Styzek
, School Counselor
​
 Diversity at Volta
❖ 90% f f

❖ 23 different language and language backgrounds represented!

❖ Ethnically diverse student body:

❖ 38 countries represented

❖ 92% of students from low-income families

❖ 45% immigrant students identified as ELL

(English Language Learners)
Academic:

S /E :
 G
Taken from Needs Assessmen
t

S
conducted in fall, 2017:

S /E
Foundation
“The school counseling program’s foundation serves as the solid ground upon
which the rest of the comprehensive school counseling program is built.”
Beliefs, Vision, and Mission Comm
u nity
involv
s emen
l ri c h ne s collab t and
Cultura oratio
n
Strength in diverse community
Shared c All Families have talents and gifts to offer
ommunity
values co
ntribute to
sharing o
f ideas
Graduating globally minded, responsible individuals
 Statement
Alessandro Volta Elementary graduates students with the readiness to succeed at the next level of schooling and with
the ability to connect to the community around them. Students develop values of openness, confidence, and
compassion from the personal experiences within the cultural richness found in Volta Elementary's student body.
Students develop skills to implement their internal confidence and open mindedness to the challenges they will
face in their future schooling and workforce. By actively engaging in a multifaceted approach of bringing students,
families, and communities together, students graduate from Volta with opportunities to succeed in schooling,
careers, and the communities they reach.
 Statement

The mission of the school counseling program at Volta Elementary is to graduate successful students who have been
granted a vast array of academic, social, and behavioral opportunities to grow through community action, cultural
richness, and school connectedness. Volta prepares students with the skills and the desire to succeed in high school
and impact the world they live in. Building strong internal compasses through relationship building with the
diverse community surrounding them, students at Volta will graduate prepared to further their education and
impact the making of a more just and hopeful world.
Program
Academic:

- 4% increase in 6th grade students who met expectations for PARCC composite test scores.

- Increase number of 6th grade students meeting PARCC mathematics expectations scores by 2%.
Social/Emotional:
- Discipline and misconduct decrease by 2%.

- 3rd grade students: 10% decrease in discipline referrals, 5% increase in attendance

Career:

- 90% eligible 8th grade students: apply to a high school that is not their neighborhood high school.
 ASCA Mindsets and Behaviors
Category 2: Behavior Standards
Category 1: Mindset Self- Management Skills
Standards Learning Strategies
B-SMS 1. Demonstrate ability to assume Social Skills
B-LS 1. Demonstrate critical-thinking skills to responsibility
M 1. Belief in development of B-SS 1. Use effective oral and written
whole self, including a healthy make informed decisions
B-SMS 2. Demonstrate self-discipline
balance of mental, B-LS 3. Use time-management, organizational and self-control communication skills and listening skills
social/emotional and physical and study skills
B-SMS 5. Demonstrate perseverance to B-SS 5. Demonstrate ethical decision
well-being
B-LS 4. Apply self-motivation and self-direction to achieve long- and short-term goals
M 2. Self-confidence in ability to making and social
learning
B-SMS 6. Demonstrate ability to
succeed
B-LS 7. Identify long- and short-term academic, overcome barriers to learning B-SS 9. Demonstrate social maturity and
M 3. Sense of belonging in the career and social/emotional goals
B-SMS 7. Demonstrate effective coping behaviors appropriate to the situation
school environment
B-LS 8. Actively engage in challenging skills when faced with a problem
M 5. Belief in using abilities to and environment
coursework
B-SMS 10. Demonstrate ability to
their fullest to achieve
B-LS 9. Gather evidence and consider multiple manage transitions and ability to adapt
high-quality results and
perspectives to make informed decisions to changing situations and
outcomes
responsibilities
Management
“To effectively deliver the school counseling curriculum and address the
developmental needs of every student, the school counseling program must be
effectively and efficiently managed.”
Proposed Advisory Council
​1. Astrid Thepsiree - Assistant Principal
2. Jessica Morquecho - Youth Intervention Specialist
3. Alice Saba - Arabic
4. Guadalupe Sandoval - EL Liaison
5. Richard Aszling - Special Education
6. Daniel Hey - Parent Representative
7. Sakina Sabeeh - Community Representative
8. Ryan Stuchly - Lead Recess Monitor
Annual Agreement
Yearlong
School
Counseling
Calendar
School Data Profile
Delivery
“Focuses on the method of implementing the school counseling program to
students.”
 Core curriculum:
Academic
Mindsets Standards:
M. 5 Belief in using abilities to their fullest to achieve high-quality results and
outcomes
Activity: SMART Goal setting on
Behavior Standards:
Naviance B-LS 7 Identify long- and short-term academic, career and social/emotional
goals
Grade: 6th
B-SMS 5. Demonstrate perseverance to achieve long- and short-term goals
B-SS 1. Use effective oral and written communication skills and listening
skills
 Core Curriculum: Academic
Process Perception Outcome
100% of 6th grade students at 85% of 6th grade students will be able
to create an academic SMART goal,
There will be a 4%
Volta Elementary will
participate in the lesson plan
90% of students will be able to identify decrease, from 88% to
3 reasons why goals can help them
for creating academic SMART reach higher education levels by 84% in 6th grade
goals in their ILP on Naviance. helping them achieve better grades in
middle school. 75% of students will be
students who did not
able to recognize an academic SMART meet expectations for
goal on the post test.
PARCC test scores.
 Behavior Standards

B-LS 1. Demonstrate critical-thinking skills to make informed

decisions

Core Curriculum: B-LS 9. Gather evidence and consider multiple perspectives to make
informed decisions
Social/Emotional B-SMS 1. Demonstrate ability to assume responsibility

B-SMS 2. Demonstrate self-discipline and self-control

B-SMS 7. Demonstrate effective coping skills when faced with a

problem

B-SMS 10. Demonstrate ability to manage transitions and ability to

adapt to changing situations and responsibilities
Activity: Social Skills: Positive & B-SS 5. Demonstrate ethical decision-making and social
Negative Choices responsibility

B-SS 9. Demonstrate social maturity and behaviors appropriate to the

Grade(s): 1st situation and environment
 Core Curriculum: Social/Emotional
Process Perception Outcome
Students will learn the definitions of
At least 90% of 1st grade The number of students
responsibility and respect through
students will participate discussions, writing examples on the referred for discipline
easel pad, visually seeing the
in the Social Skills: definitions, the warm fuzzy choice game
will decrease by 2%.
Positive & Negative and through the action and reaction
worksheet. At least 70% of students will
Choices lesson plan for feel like they are able to react better to
60 minutes during class. scenarios. This will be assessed
through the post-test.
Sma r ur um
Friendship Frenzy
 Sma r ur um
Friendship Frenzy
Session 1 Session 2
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Sma r ur um
Friendship Frenzy
Session 4
Session 3
 Closing the Gap
Lesson Plan
Mindset Standards
Activity: Study and Test Taking M 1. Self-confidence in ability to succeed

Skills M 2. Belief in using abilities to their fullest to achieve high-quality results and
outcomes
Grade(s): 6th graders that did Behavior Standards
not meet expectations on the B-LS 3. Use time-management, organizational and study skills

PARRC test mathematics B-LS 4. Apply self-motivation and self- direction to learning
B-LS 8. Actively engage in challenging coursework
section the year before
B-SMS 6. Demonstrate ability to overcome barriers to learning
 Closing the Gap
Process Perception Outcome
At least 80% of the 6th grade
At least 90% of the 6th grade There will be an increase
students will participate in the students will be able to
identify their learning style of 2% of 6th grade
Study and Test Taking Skills
lesson plan for one hour, have and list 2 effective study students meeting PARRC
discussions with their habits in order to understand mathematics
classmates, and complete the the best way they study and in
expectations.​
Learning Style Inventory form. turn perform better on tests.
Accountability
“To achieve the best results for students, school counselors regularly evaluate
their program to determine its effectiveness.”
 Our Website
http://voltaelementary.weebly.com/
Sc o C un r Ca
Cha t Wo l !